Game Sense Approach PDHPE

1. Game Sense Approach
MARIAM KAMMOUN 18646939

2. What is
Game
Sense?
Game sense is a new approach of teaching PDHPE as it focuses on
the game rather than the technique (Townsend 2007). It allows students
to think strategically about the concept while developing their skills and
having fun. It involves immediately playing the game rather than
spending time practicing the techniques.
Skill development is incorporated as students develop and learn
through game play as opposed to TGfU (Teaching Games for
Understanding) in which is a more structured approach (Pill, 2014).
This approach is student centred as it encourages enquiry-based
learning and discovery guided by the teacher to develop fundamental
skills. Dialogue between peers and teacher is a form of enquiry
influenced by the student centred approach (Light, 2012; Pill, 2014)

3. Fundamental Movement Skills
They
include:
Catch Hop
Side
gallop
Skip
Overarm
throw
Leap Kick
Two-hand
strike
Dodge

4. Fundamental
Movement
Skills
These skills are derived from the Department of
Education NSW 2000.
The 12 skills are building blocks for movement (Get
skilled: Get active, 2000). Students need to develop these
skills to participate and succeed in games and sports.
There are three developmental strategies of Fundamental
movement skills. These are initial, formative and mature. It
is beneficial to teach them in sequential order as it will
allow students to know how to play with the new learned
skills (Get skilled: Get active, 2000).

5. Rationale
oI believe that Game Sense is a much more benefiting
approach to apply when teaching PDHPE. It allows
students to enjoy playing the games while developing the
variety of skills needed as well as learning to be active
citizens (NESA, 2018).
oThis approach is significant for all ability level students
as it is enquiry-based student-centered learning.
Additionally, peer learning is applicable as collaboration
is a key concept when playing the games. Students learn
to cooperate with others instigating interpersonal
relationships (NESA, 2019). It aids the development of
various skills, movement, decision making and strategies
when playing games.

6. Benefits of
Game Sense
and
alignment
with
PDHPE
Syllabus
Game Sense allows enquiry-based learning which adheres to
development of mental and physical strategy, spatial awareness and
movement skills.
Its focus is on playing the game throughout the whole lesson as
oppose to listening to teacher directed instructions for an extended
period. It ensures students are being active.
Fundamental movement skills are acquired through student-based
enquiry and discovery which allows students to appreciate and grow
confidence in learning new skills (NESA, 2018).
It allows students to build positive interpersonal relationships
amongst other people which enhances their level of participation in
games and activities (NESA, 2018).
Students appreciate PDHPE as they build a positive attitude towards
the subject. This occurs by teachers instilling regular physical activity
(NESA, 2018). Game Sense approach emphasises this aspect.

7. References
Light, R. (2012). Game sense : Pedagogy for performance,
participation and enjoyment.
NSW Department of Education and Training. (2000). A K-6
resource to support the teaching of fundamental movement skills.
NSW Education Standards Authority. (2018). Personal
Development, Health and Physical Education K-10.
Pill, S. (2014). An appreciative inquiry exploring game sense
teaching in physical education. Sport, Education and Society, 21(2),
279-297, doi: 10.1080/13573322.2014.912624
Townsend, G. (2007). Game Sense. RFU Technical-Journal